Low-level disruption and other annoyances

Ofsted is getting concerned about low-level disruption. But what determines the behaviour of students in school?

Ofsted’s latest pronouncement about low-level disruption is one that will ring many a bell.

Not because it focuses on something new, but rather because we’ve been here before – not least in the Ofsted Report of March 2005, “Managing Challenging Behaviour”, which again focussed on low-level disruption.

So the question is, why is a problem that Ofsted worried about nine years back still a matter for press releases, news headlines and arguments?

It can be argued that one of the great problems with approaches to discipline is that they are based on ideas and beliefs rather than practical experimentation which might establish whether a theory works in terms of reducing disruption and enhancing learning.

Indeed, even when such experimentation does exist, it can sometimes be the case that those who determine educational policy may set it aside when the experiment’s results don’t quite match their established political beliefs.

When it comes to behaviour and discipline there is research, the findings of which have never been countered, which shows that the key factor in determining the behaviour of pupils is not the syllabus of the school, parental expectations, or indeed the socio-economic background of the students.

Rather it is the view of the staff within the school. In fact, where different staff hold different views on the issue of behaviour and discipline, then behavioural issues increase.

In short, when the staff genuinely agree to, and subsequently adopt, a unified policy then the problems vanish.

What makes this finding so important is that first, it puts the power to change pupil and student behaviour totally in the hands of the school and its managers, and second, it assures us all that change is possible.

This is the starting point for the volume, Improving attitudes, managing behaviour and reducing exclusions, a book that builds from the original research which proved this finding and which applies it to contemporary schooling.

The findings of the original research reviewed in the book are very clear: schools improve when all those in the school decide to improve the school, not because of government initiatives, Ofsted, or what anyone else tells us to do.

For, once a school has its own unified policy, and is able to project that policy to parents and students as an approach to which all staff agree, the unity of purpose of the school is established.

The key issue thus becomes the implementation and maintenance of the policy every day of the school year. And it is the implementation of this approach that “Improving attitudes” describes.

You can see some sample pages at http://pdf.firstandbest.co.uk/education/T1813.pdf

Publisher’s reference: T1813EMN ISBN: 978 1 86083 821 7

Prices

  • Photocopiable book £24.95 plus £3.95 delivery
  • CD £24.95 plus £3.95 delivery
  • Book plus CD £31.94 plus £3.95 delivery

Prices include VAT.

You can purchase the report… please quote the order ref: T1813EMN